Pedagogical adaptation of indigenous and non-indigenous species in Biology: experiences from teaching classification of living things in Tanzania

Magdalena Sasmos Mkeng'e; Prosper  Gabrieli; Huruma Olofea  Bwagilo

doi:10.55056/seq.1128

Authors

Magdalena Sasmos Mkeng'e The University of Dodoma Author https://orcid.org/0009-0009-0321-6038
Prosper Gabrieli The University of Dodoma Author https://orcid.org/0000-0003-4913-0781
Huruma Olofea Bwagilo The University of Dodoma Author https://orcid.org/0000-0002-8336-3370

DOI:

https://doi.org/10.55056/seq.1128

Keywords:

pedagogical adaptation, indigenous species, non-indigenous species, classification

Abstract

This study examined teachers’ pedagogical strategies for adapting non-indigenous and indigenous species in teaching the classification of living things in Biology. The research was guided by connectivism learning theory. Questionnaires were administered to 63 biology teachers working in low- and high-biodiversity schools in Tanzania, complemented by interviews and classroom observations. Quantitative data were analyzed using descriptive statistics in Microsoft Excel and IBM SPSS (version 27), including percentages, means, and standard deviations, while qualitative data from interviews and classroom observations were analyzed thematically. The analysis revealed that the most frequently used strategies included the use of pictures and students’ prior knowledge to help contextualize species. A moderate use was reported for teachers’ personal experiences and storytelling. In contrast, technology-based strategies such as audio-visuals, virtual reality, and online applications were noticeably underused, despite their relevance in the digital age. Limited ICT skills and inadequate infrastructure were major contributors to this under-utilization. The study recommends ongoing professional development programs to enhance teachers’ ability to use audio-visual tools, virtual reality, and online resources effectively.

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